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This unit builds on the children’s learning from the Year 3 Rocks unit as well as the Animals including Humans and Living Things and their Habitats units. As such, it is important that children have the appropriate understanding of fossils, habitats and human development in order to grasp the concepts and ideas presented to them in these lessons. Children will learn about variation and adaptation. They will be able to explore how both Charles Darwin and Alfred Wallace separately developed their theories of evolution. They will examine the scientific evidence from plants and animals that has been gathered to support the theory of evolution.

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By the end of this unit, children will be able to:

●       describe how ideas about space and the Solar System have changed over time;

●       identify the celestial bodies of the Solar System, including the Sun, Earth and Moon;

●       describe the geocentric and heliocentric models of the Solar System;

●       describe Earth as an approximately spherical body and suggest evidence to support this;

●       explain how Earth rotating on its axis causes night and day;

●       explain how the apparent movement of the Sun in the sky is caused by Earth’s rotation;

●       describe how the length of shadows changes over the course of a day;

●       explain how Earth’s tilt and orbit round the Sun causes the seasons;

●      name the eight planets in the Solar System;

●       describe the movement of the Moon relative to Earth;

●       identify and describe the phases of the Moon.

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This half term we will be making sure that all of the content has been covered and recapped to give the Year 6's the best possible chance during SATs.

This will include converting measurements, volume, area, perimeter and algebra.

We will then go onto Statistics where we will learn about different ways to represent data including pie charts, bar graphs, line graphs and tables.

The after Half Term we will be using all area of Maths to help us solve problems.

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Pupils will be set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. Pupils will be encouraged to think about how to achieve their greatest possible speed, distance or accuracy and learn how to persevere to achieve their personal best. They will learn how to improve by identifying areas of strength as well as areas to develop. They will learn the following athletic activities: long distance running, short distance running, triple jump, discus and shot put.

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Children will develop their understanding of striking and fielding. They will develop the quality and consistency of their fielding skills and understanding of when to use throwing underarm and overarm, catching and retrieving a ball. They will expand on their knowledge of how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these situations.

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This term our History learning will be all about Ancient Greece. We will begin by learning about the chronological periods of Ancient Greece. Children will then explore Ancient Greek beliefs (gods and goddesses). We will also debate what life was like in the city-states of Athens and Sparta, including the impact that Ancient Greece had on modern day democracy. We will also find out about the Battle of Marathon and the Olympic Games.

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DT - Structures - Earthquake proof houses

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DT - Structures - Earthquake proof houses

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Linking to our Geography topic the children will design, make and evaluate earthquake proof houses. They will apply their knowledge of earthquakes to make sure they are stable structures. They will practise measuring, cutting and joining skills. They will evaluate their work against success criteria.

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Children will learn about the influence of Greek architecture. They will look at the features of different Greek statues and buildings and investigate the artists that created them. They will look at the particular skills used including sculpture, form and properties of clay. They will also look at the work of Gaudi and his influence on architecture. Children will create a sculpture based on their learning.

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In music this term we will be revisiting ukulele playing. We will build on the skills learnt previously both in terms of playing chords and tunes on the ukulele. We will work on playing together as a class as well as learning pieces in small groups too.

We will also be singing in preparation for the Easter service, working on listening and singing in parts where appropriate.

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During this unit children will:

Be able to categorise drugs as medical, non-medical, legal and illegal.

Understand the possible physical and psychological effects of some drugs.

Understand the roles of medicines and immunisations Recognise some reasons why people use and misuse drugs and be able to suggest some alternatives.

Understand some of the laws relating to drugs.

Begin to recognise influence and pressure and have related this to peers and the media.

Be able to identify risk and risk management strategies, know where they can get support and be able to identify some sources of reliable and accurate information.

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In this unit pupils will learn the nouns and articles/determiners for 10 ‘healthy’ and 10 ‘less healthy’ foods, along with the 1st person singular conjugation of the high frequency verbs ‘to eat’ and ‘to drink’. By the end of this unit pupils will be able to say what they eat and do not eat, and drink and do not drink to stay healthy. They will also learn the language for a variety of physical activities and will be presented with a healthy recipe. Pupils will be able to create more detailed and personalised responses by the end of this unit in the foreign language.

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Summer 2 - Incarnation: Was Jesus the Messiah?

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Summer 2 - Incarnation: Was Jesus the Messiah?

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Throughout this unit children will be able to explain the place of Incarnation and Messiah within the ‘big story’ of the Bible. They will also identify Gospel and prophecy texts, using technical terms. We will develop connections between biblical texts, Incarnation and Messiah, using theological terms. Children will be able to show how Christians put their beliefs about Jesus’ Incarnation into practice in different ways in celebrating Christmas. They will also be able to comment on how the idea that Jesus is the Messiah makes sense in the wider story of the Bible. Finally, we will discuss how far the idea that Jesus is the Messiah — a Saviour from God — is important in the world today and, if it is true, what difference that might make in people’s lives.

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In this unit pupils will learn the nouns and definite articles/determiners for 10 school subjects in the foreign language. They will also learn how to conjugate the verb “to study”, an introduction to time and an expansion of opinions. By the end of the unit pupils will have the knowledge and skills to talk about the subjects they like and dislike at school (along with a justification) and at what time/day they study various subjects. This will enable pupils to create more detailed and personalised responses by the end of the unit.

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Children will be given the chance to enter the Spirited Arts competition and create a piece of artwork representing their RE learning.

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Summer 2 Volcanoes, mountains and earthquakes

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Summer 2 Volcanoes, mountains and earthquakes

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In Summer 2 we will be having a Geography focus on natural disasters. We will be learning about the layers of the Earth and what tectonic plates are. We will also find out how tectonic plates move and what impact this has. We will then be looking at how volcanoes, mountains and earthquakes are formed, as well as the impact that these natural disasters have on the places around them. We will consider how people living in these locations prepare and protect themselves from these natural disasters.

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During this unit children will:

Understand that there are a range of factors which contribute to a healthy lifestyle, including a healthy balanced food intake and physical activity.

Be able to state that different foods contain different nutrients, that these each have different benefits for our bodies and that therefore variety in the diet is important.

Be able to explain that different kinds and amounts of food provide different amounts of energy and be able to plan an appropriate energy balance for themselves.

Understand the benefits of physical activity for promoting health.

Understand that behaviour, routines and a variety of influences affect their lifestyle choices.

Explain that a healthy lifestyle includes physical, social and emotional health and how they can take responsibility for their own health.

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In English, we will de drawing our inspiration from our topic of Ancient Greece.

Our first unit focuses on Ancient Greek myths. We will be looking at using dialogue to advance the action and how to create atmosphere in our descriptions.

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Summer 2 - Programming: Selection in quizzes

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Summer 2 - Programming: Selection in quizzes

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In this unit, pupils develop their knowledge of selection by revisiting how conditions can be used in programs and then learning how the If… Then… Else structure can be used to select different outcomes depending on whether a condition is true or false. They represent this understanding in algorithms and then by constructing programs using the Scratch programming environment. They use their knowledge of writing programs and using selection to control outcomes to design a quiz in response to a given task and implement it as a program.

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Summer 1 - Programming: Selection in physical computing

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Summer 1 - Programming: Selection in physical computing

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In this unit, children will use physical computing to explore the concept of selection in programming through the use of the Crumble programming environment. Children will be introduced to a microcontroller (Crumble controller) and learn how to connect and program components (including output devices- LEDs and motors) through the application of their existing programming knowledge. Children are introduced to conditions as a means of controlling the flow of actions and make use of their knowledge of repetition and conditions when introduced to the concept of selection (through the if, then structure).